› › Examining Academic Self Efficacy Race Related Stress Psychological Well Being And Racial Centrality On Black Former Undergraduate Historically Black College Students Currently Enrolled In Graduate Predominantly White Institutions

Examining Academic Self-efficacy, Race-related Stress, Psychological Well-being, and Racial Centrality on Black Former Undergraduate Historically Black College Students Currently Enrolled in Graduate Predominantly White Institutions

Author : Maime Butler

Publisher :

Page : 0 pages

File Size : 11,69 MB

Release : 2022

Category : Academic achievement

ISBN :

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Book Description

The purpose of this study was to examine the relationships among racial centrality, racerelated stress, and psychological well-being on academic self-efficacy for Black former undergraduate HBCU and PWI students currently attending PWI graduate institutions. The following measures were used to test the research questions (a) a demographic questionnaire, (b) Mental Health Inventory (MHI; Viet & Ware, 1983), (c) Multidimensional Inventory of Black Identity – Racial Centrality Scale (MIBI; Sellers, 1998), (d) Inventory of Race-Related Stress- Brief Version (IRRS-B Utsey, 1999), (e) Graduate Education Self-Efficacy Scale (GESES; Williams, 2005). There were 200 participants, 74 former HBCU graduates and 126 former PWI graduates from undergraduate institutions. ANOVAs, hierarchical multiple regressions, and canonical correlations were used. The findings indicate Black HBCU students had higher levels of racial centrality than those from PWIs. Racial centrality had a positive and significant relationship with race-related stress and psychological well-being. High racial centrality predicted high psychological well-being and high academic self-efficacy, while high race-related stress predicted low psychological well-being and academic self-efficacy. The findings differed from former HBCU students and former PWI students suggesting a need for continued research. This study highlights the fact that HBCUs matter in promoting positive wellbeing, academic performance, centrality, and other protective factors. PWIs can also build programs based on monitoring, assessing, and hearing out current Black graduate students from former HBCUs.



An Examination of Race-related Stress, African Self-consciousness, and Academic Institution as Predictors of Depression Among African American Collegians

Author : Stacey Marie Antoinette Jackson

Publisher :

Page : 308 pages

File Size : 38,11 MB

Release : 2017

Category :

ISBN :

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Book Description

Scholars within the field of African/Black Psychology argue that racial oppression negatively impacts African American psychological well-being. A large body of research exists supporting the claim that race-related stress is associated with poor mental health outcomes. Some Black psychologists contend that African self-consciousness is central to healthy psychological functioning suggesting that disordered Black personality results from the impact of racism on African Americans’ African self-consciousness. Lastly, when examining the psychosocial development of African American college students’ researchers often make comparisons between student experiences based on Academic Institution. The current study utilized Pearson’s correlations, hierarchical multiple regressions, and an independent samples T-test to investigate the roles that race-related stress, African self-consciousness and Academic Institution have on depression among African American collegians. The sample consisted of 167 Black college students (117 women and 50 males) recruited from a Predominately White institution (PWI) (111 participants) and a Historically Black College/Institution (HBCU) (56 participants). Results revealed total race-related stress and cultural racism significantly predicted depression. Additionally, African self-consciousness (ASCS) moderated the relationship between individual racism and depression such that, higher levels of ASCS eliminated the relationship between individual racism and depression for this sample. These findings suggest the need to further examine the unique impact of cultural, individual and institutional racism on mental health outcomes of African American collegians, along with various factors that influence these relationships. Implications of these findings for university personnel and mental health professionals are identified.





The Relationship Between Race-Related Stress and the Career Planning and Confidence for African-American College Students

Author : Dwaine Turner PhD CRC

Publisher : Xlibris Corporation

Page : 103 pages

File Size : 36,90 MB

Release :

Category : Psychology

ISBN : 1796031526

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Book Description

My research focused on the relationship between career development and the different facets of racism that presents challenges in the world of academia. The social landscape of society was torn as a result of the deaths of Travon Martin, Mike Brown, Eric Grey and Eric Garner. Public opinion has varied on the causes of the deaths of many individuals in the African American community. As the author of this study I felt compelled to highlight the strength and perseverance of minorities in a college environment. Upon the completion of my study I realized that I was chronicling myself.



The Relationship Between Racial Microaggressions, Mental Health, and Academic Self-efficacy in Black College Students

Author : DeVanté J. Cunningham

Publisher :

Page : pages

File Size : 24,2 MB

Release : 2022

Category : Academic achievement

ISBN :

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Book Description

Racial microaggressions are daily, often subtle, verbal, environmental, and behavioral slights and insults targeted at a person or their race. Racial microaggressions can have deleterious effects on the mental health and academic outcomes of Black college students. As research on this relationship increases, it is essential to assess factors that may moderate, or lessen, the impact of racial microaggressions. There is evidence that mentoring, a form of social support, may attune the adverse effects of racial microaggressions on mental health and academic outcomes. The current study explored the relationship between racial microaggressions and mental health and academic outcomes (social anxiety, generalized anxiety, depression, and academic self-efficacy) in Black undergraduate students and assessed if the presence of mentoring moderated this relationship. Results suggest that racial microaggressions have a significant negative impact on mental health outcomes and none on academic self-efficacy. Additionally, while mentoring has a significant positive impact on three outcome variables, it does not operate as a buffer variable for the relationship between racial microaggressions and the study outcomes. As there is a direct relationship but not a buffering one, other factors may better attune the relationship between racial microaggressions and mental health and academic outcomes in Black college students. It also suggests that having a mentor can benefit college students’ mental health and well-being and can be used to offer support to the growing literature on the impact of social support in this population. Further research is needed to examine the potential buffers of the relationship. Given the beneficial impact of mentoring, additional research can further explore the longitudinal effects of mentoring on this population.



Community Involvement as a Protective Factor in Black College Students at Predominantly White Institutions

Author : Shelee-Ann M. Flemmings

Publisher :

Page : 145 pages

File Size : 41,26 MB

Release : 2020

Category : African American college students

ISBN :

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Book Description

The purpose of this study was to examine the influence of community involvement on psychological functioning, academic success, and critical consciousness in Black undergraduate students enrolled at predominantly White institutions (PWIs). Research has found that Black students attending PWIs often report feelings of isolation, non-acceptance, and rejection (Lett & Wright, 2003). Attrition rates are higher for Black students compared to their White counterparts (Lee & Barnes, 2015), and general and race-related perceived stressors have been associated with psychological distress (Neville, Heppner, Ji, & Thye, 2004). An online survey was used to assess general and race-related stress, psychological functioning, critical consciousness, and level of community involvement in Black undergraduate students currently enrolled at PWIs. Participants consisted of 125 Black undergraduate students enrolled at predominantly White institutions in the Midwest and South-Central regions of the United States. A series of hierarchical multiple regression analyses were run in order to test four hypotheses predicting the relationship between community involvement, perceived racism, psychological functioning and critical consciousness. The first hypothesis examined the relationship between community involvement and psychological functioning using the CCAPS-62 subscale indexes. The second hypothesis tested whether community involvement influenced academic success, which was measured using participants' self-reported cumulative grade point average. The third hypothesis looked at the influence of community involvement on critical consciousness. Lastly, the fourth hypothesis examined community involvement as a moderating variable between perceived racism and psychological functioning. Findings revealed community involvement to be a significant predictor for hostility, substance use, and critical consciousness. Additionally, results showed that community involvement moderated the relationship between perceived racism and various components of psychological functioning. Limitations of the study are discussed along with implications for future research and practice.



Examining the Role of the University Environment, Cultural Congruity, Social Support, and Self-efficacy on the Academic Persistence of Black Students Attending Predominantly White Institutions and Historically Black Colleges Or Universities

Author : Jacquelyn Francisco (Psychologist)

Publisher :

Page : pages

File Size : 31,29 MB

Release : 2014

Category : Electronic dissertations

ISBN :

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Book Description

The present study incorporated the person-environment fit theory (PE Fit; Lewin, 1938; Parsons, 1909), retention and attrition theories (Bean, 1980; Tinto, 1975), and social cognitive career theory (SCCT; Lent, Brown, & Hackett, 1994) to examine academic persistence intentions among Black undergraduate students at PWIs (n=103) and HBCUs (n=157). Structural Equation Modeling was used to test a model depicting relationships between contextual (i.e. fit and support), learning experience (i.e. college GPA) and cognitive (i.e. college self-efficacy) variables as hypothesized in SCCT. Results indicated that the hypothesized structural model provided poor fit to the data, self-efficacy did not significantly lead to intentions to persist, and self-efficacy did not mediate the relationship of college GPA on intentions to persist. An alternative structural model based on statistical findings and theoretical foundation was created, where college GPA and fit were found to mediate the effects of self-efficacy on intentions to persist. Multisample analyses revealed no significant difference for the structural model as a function of institution type (i.e. HBCU or PWI). Additional analyses revealed that while students attending HBCUs perceived significantly greater overall fit, and cultural congruity with their environment, students at PWIs indicated significantly higher intentions to persist. Implications for research and practice are discussed.



Retaining African Americans in Higher Education

Author : Lee Jones

Publisher : Taylor & Francis

Page : 277 pages

File Size : 46,23 MB

Release : 2023-07-21

Category : Education

ISBN : 1000980308

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Book Description

Retention of African Americans on campus is a burning issue for the black community, and a moral and financial one for predominantly white institutions of higher education. This book offers fresh insights and new strategies developed by fifteen scholars concerned by the new climate in which affirmative action is being challenged and eliminated.This is the first book devoted specifically to retention of African Americans in higher education, and is unique in addressing the distinct but inter-related concerns of all three affected constituencies: students, faculty and administrators. Each is considered in a separate section.The student section shifts attention from, to paraphrase McNairy, "fixing the student" to focussing on higher education's need to examine and, where appropriate, revise policies, curriculum, support services and campus climate. Responding to the new agenda shaped by the opponents of affirmative action, but rejecting the defensive "x percent solutions" espoused by its proponents, this book puts forward new solutions that will provoke debate. Section II begins with a survey of the literature on African American administrators, and presents a Delphi study of twelve administrators to provide an understanding of pathways and barriers to success. The contributors then consider the importance of developing community support and creating alliances, the role of mentoring, and the setting of clear expectations between the individual and the institution.Starting with the recognition that African Americans represent less than five percent of full-time faculty, the chapters in the final section examine the effects of the dismantling of affirmative action, the consequences of faculty salaries trailing more lucrative non-academic employment, the declining enrollment of students of color, the politics of promotion and tenure, and issues of identity and culture. The book concludes by stressing the roles that parents, faculty and administrators must play to empower African American students to take responsibility for their own academic performance.This is a compelling, controversial and constructive contribution to an issue of national importance.



The Association of Gendered Racism and Resilience on Sense of Belonging and Academic Self-Efficacy in Black Women at Predominantly White Institutions

Author : Kanesha La'Shunta Moore

Publisher :

Page : 0 pages

File Size : 41,21 MB

Release : 2021

Category :

ISBN :

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Book Description

The current study examined the moderating effects of resilience on the relationships between gendered racism and sense of belonging and gendered racism and academic self-efficacy for Black women at Predominantly White Institutions (PWIs). Data from 118 Black women (22.9%, undergraduate students, 26.5% graduate students, and 50.6% alumni/graduated students) were collected from PWIs across the United States and analyzed using PROCESS 3.2 for SPSS. Gendered racism was negatively associated with both sense of belonging and academic self-efficacy, and resilience did not moderate the relationships between the predictor and outcome variables. Findings from this study contradict previous literature by indicating that resilience was not significant in buffering the impact of discrimination (gendered racism) on Black womens academic experiences (i.e., sense of belonging and academic self-efficacy) at PWIs. These findings highlight the importance of examining experiences of gendered racism and how they impact academic experiences for Black women. Additionally, the present findings tentatively suggest that there may be factors other than resilience that influence Black womans ability to excel academically despite experiences of gendered racism..



Black Scholars Matter

Author : Dasha M. Highsmith

Publisher :

Page : 0 pages

File Size : 42,3 MB

Release : 2022

Category : Counseling psychology

ISBN :

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Book Description

Researchers have reported an overall shortage of Black behavioral health practitioners in the workforce (West and Schoenthaler, 2017). This shortage is problematic because Black and African American people seeking behavioral health services often, at least initially, prefer a same-race practitioner (Swift and others, 2015). Additionally, there is evidence that treatment duration increases (Ratts and others, 2016) and therapeutic outcomes improve (Swift and others, 2015) when there is a racial match between practitioner and client. There are several reasons contributing to this shortage; however, one reason is low retention of racially diverse (e.g. Asian, Black, Latinx) students in graduate training programs (Kaplan and others, 2018; Tinto, 1975; Wu and others, 2020). Major factors involved in retention in graduate school relates to students' college readiness, sense of belonging within the institution, financial instability, and experiences of racial microaggressions (Joseph, 2012). These factors become more prominent when the students are from racial minority backgrounds, indicating a possible connection to Pillerman's minority status stress framework (Pillerman, 1988). This framework identifies a unique set of stressors experienced by individuals whom are members of marginalized racial groups; specifically, Black/African American. Additionally, research also indicates that those students experience psychological distress (e.g., anxiety, depression, stress) over and above their White counterparts as a result of their minoritized status. Mitigating or protective factors that are said to reduce development or maintenance of psychological distress can be racial centrality (id est, race being a significant aspect of identity; Nioplias and others, 2018; Sellers and others, 1997) and attending a historically Black colleges and universities (HBCUs) (Joseph, 2012). Therefore, the purpose of this study was to examine associations between minority status stress and psychological distress (id est, anxiety, depression, and stress) among Black students enrolled in behavioral health training graduate programs. Implications from this study will aid administrators and policy makers, at PWIs, in creating a safe and supportive environment for their students of color, which can ultimately impact these students' persistence and degree completion. The results of the present study demonstrated a significant relationship between MSS and psychological distress (Research Question 1), along with the inclusion of racial centrality held constant (Research Question 2). However, the inclusion of school type (PWI, MSI, HBCU) had no effect on the degree to which MSS and psychological distress were correlated (Research Question 3). Keywords: minority status stress, psychological distress, HBCU, PWI